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The most recent 'Australian Curriculum: Mathematics' document (ACARA, 2013) calls for students to develop the ability to use technology in their mathematical and statistical studies. Due to this increasing importance of integrating digital technologies in mathematics education, the national professional standards for teachers in Australia (AITSL, 2014) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK) in mathematics teaching and learning. The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. ... The purpose of this article is to discuss the TPACK required for teaching Statistics, and to assist Australian teachers to make sense of the TPACK required for the effective integration of technology in statistics instruction. |
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